Grammar translation method

Definition

The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language.

History of GTM

A traditional technique of foreign-language teaching based on explicit instruction in the grammatical analysis of the target language and translation of sentences from the native language into the target language and vice versa. It was originally used to teach ‘dead’ languages (and literatures) such as Latin and Greek, involving little or no spoken communication or listening comprehension. In the 18th century foreign languages started to appear on the school curricula, requiring a systematic approach to teach them. Grammar Translation was in fact first known in the United States as the Prussian Method. (A book by B. Sears, an American classics teacher, published in 1845 was entitled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin Language [Kelly 1969].)

Principles and goals

There are two main goals to grammar-translation classes. One is to develop students’ reading ability to a level where they can read literature in the target language. The other is to develop students’ general mental discipline. The users of foreign language wanted simply to note things of their interest in the literature of foreign languages. Therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are overlooked.

Method

Grammar-translation classes are usually conducted in the students’ native language. Grammar rules are learned deductively; students learn grammar rules by rote, and then practice the rules by doing grammar drills and translating sentences to and from the target language.

Materials             

The mainstay of classroom materials for the grammar-translation method is the textbook. Textbooks in the 19th century attempted to codify the grammar of the target language into discrete rules for students to learn and memorize.

The key features of the Grammar Translation Method are as follows:

·         Classes are taught in the mother tongue, with little active use of the target language.

·          Much vocabulary is taught in the form of lists of isolated words.

·          Long elaborate explanations of the intricacies of grammar are given.

·         Grammar provides the rules for putting words together, and instruction often focuses on the  form and inflection of words.

·         Reading of difficult classical texts is begun early.

·         Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

·         Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

·         Little or no attention is given to pronunciation.

 Advantages

·         The target language is quickly explained in GTM.

·         Teacher and students are easy to communicate/It does not need native language

·         The students easy to understand because of grammatical lessons.

·         This method requires few specialized skills on the part of teachers. 

 Disadvantages

·         No Scope for Effective Communication and Very Tedious for Learners. Direct translation is widely regarded as an inefficient way of becoming fluent in any language.

·         Ineffective Method. It is a teaching method which studies a foreign language in order to read its literature focusing on the analysis of its grammar rules, and to translate sentences and texts into and out the target language.

·         More Importance on Grammar Rules than on Meaning. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible.

·         Slow Learning Rate and Making Learners Think in L1.